The Importance of Inquiry-Based Professional Development
Science is not simply a collection of facts to be memorized and explained, but rather, it is a way of thinking and approaching real-world problems. Scientific inquiry is described as:
...a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (National Research Council (NRC), 1996, p. 23)
Students who engage in scientific inquiry use many of the same activities and thinking processes as scientists, yet these activities and processes are not always familiar to teachers (Olson & Loucks-Horsley, 2000). Since teachers’ knowledge, experiences, and beliefs greatly impact what takes place in the classroom, teachers should learn content and pedagogy through engagement in activities that mirrors the approaches it is hoped they will bring into their classrooms (NRC 1996; Loucks-Horsley, Stiles, Love, & Hewson, 2010).
PD should incorporate science practices that promote teachers’ understanding of science content and inquiry-based approaches (Capps, Crawford, & Constas, 2012). As with students, teachers learn best by doing science, investigating and constructing their understandings. Teachers should have significant and substantial involvement in laboratory experiences where they actively investigate phenomena, devise research questions, design procedures, collect and analyze data, and report findings (NRC, 1996).
PD that engages teachers in authentic research experiences and provides opportunities to develop inquiry-based lessons, may be key in assisting teachers in bringing such approaches to their classrooms (Capps et al., 2012). There is a need for rigorous, research-based PD for science teachers that empowers them to utilize the most effective science teaching methods, including unstructured problem-solving and inquiry-based learning (National Science Board, 2010).